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41. 1, 3, 4, 8, 7, 13, 10, …

42. 5, 10, 7, 12, 9, …

43. 4, 5, 8, 15, 16, 45, 32, …

44. 7, 5, 11, 6, 13, 9, 17, 10, 19, …, …

45. 12, 3, 9, 13, 5, 12, 14, 7, 15, …

46. 101, 112, 134, 145, 167, 178, …

47. 11, 16, 23, 34, 39, 46, 57, 62, …

48. 6, 7, 5, 10, 12, 10, 14, 17, 15, 18, …, …

49. 1 5/10, 1 7/10, 3 2/10, 3 3/10, 6 2/10, 6 4/10, 10 4/10, 10 7/10, …, …

50. 1¹/₁₀₀, 2²/₁₀₀, 1²/₁₀₀, 2³/₁₀₀, 3³/₁₀₀, 4⁴/₁₀₀, 3³/₁₀₀, …

51. Jika a bilangan yang menyatakan ¹⁄₁₅₀ dari 1312, dan b bilangan yang menyatakan 20¼% dari 131¹⁄₂₀, maka …

52. Jika x adalah 12,11% dari 0,34 dan y adalah 34% dari 0,1211, maka …

53. Jika x dan y bilangan bulat yang memenuhi (16 < x < 18) dan (17 < y < 19), maka …

54. Suatu persegi P mempunyai sisi x. Jika persegi panjang Q mempunyai panjang y dua kali lebar sisi persegi P, maka …

55. Bilangan yang paling mendekati hasil dari 5499 ÷ 109 adalah …

Cermati teks berikut untuk menjawab soal nomor 1 s.d. 5!
(1) Di seluruh dunia, intensitas dan kecemerlangan cahaya meningkat 2 persen per tahun. (2) Oleh karena itu, malam menjadi semakin terang. (3) Sejumlah studi menunjukkan, polusi cahaya mengganggu ekosistem alami. (4) Dr. Kamiel Spoelstra, seorang ahli ekologis Belanda, bersama timnya berusaha memahamkan pengaruh cahaya lampu di malam hari terhadap kelelawar. (5) Hewan yang aktif di malam hari ini menggunakan cahaya bulan untuk bernavigasi. (6) Mereka sensitif terhadap spektrum cahaya biru. (7) Semakin terang cahaya biru, semakin mereka terganggu.

(8) Untuk menguji reaksi kelelawar terhadap spektrum warna, menempatkan sekitar 200 lampu di seluruh negeri yang memancarkan beragam warna. (9) Jika spektrum biru dipadukan dengan sedikit warna merah, spektrum warna yang dihasilkan bisa jadi tidak terlalu mengganggu hewan malam. (10) Menempatkan penerangan yang benar tidak sekadar memasang lampu bercahaya terang, tetapi harus memperhatikan efisiensi energi dan efek cahaya. (11) Penerangan yang tepat sangat diperlukan demi efek yang optimal bagi seluruh ekosistem.
1. Apa akibat dari naiknya 2 persen cahaya
per tahun?

Cermati teks berikut untuk menjawab soal nomor 1 s.d. 5!
(1) Di seluruh dunia, intensitas dan kecemerlangan cahaya meningkat 2 persen per tahun. (2) Oleh karena itu, malam menjadi semakin terang. (3) Sejumlah studi menunjukkan, polusi cahaya mengganggu ekosistem alami. (4) Dr. Kamiel Spoelstra, seorang ahli ekologis Belanda, bersama timnya berusaha memahamkan pengaruh cahaya lampu di malam hari terhadap kelelawar. (5) Hewan yang aktif di malam hari ini menggunakan cahaya bulan untuk bernavigasi. (6) Mereka sensitif terhadap spektrum cahaya biru. (7) Semakin terang cahaya biru, semakin mereka terganggu.

(8) Untuk menguji reaksi kelelawar terhadap spektrum warna, menempatkan sekitar 200 lampu di seluruh negeri yang memancarkan beragam warna. (9) Jika spektrum biru dipadukan dengan sedikit warna merah, spektrum warna yang dihasilkan bisa jadi tidak terlalu mengganggu hewan malam. (10) Menempatkan penerangan yang benar tidak sekadar memasang lampu bercahaya terang, tetapi harus memperhatikan efisiensi energi dan efek cahaya. (11) Penerangan yang tepat sangat diperlukan demi efek yang optimal bagi seluruh ekosistem.
2. Jika ditambahkan satu paragraf baru di
antara paragraf 1 dan 2, paragraf tersebut
kemungkinan akan membahas ….

Cermati teks berikut untuk menjawab soal nomor 1 s.d. 5!
(1) Di seluruh dunia, intensitas dan kecemerlangan cahaya meningkat 2 persen per tahun. (2) Oleh karena itu, malam menjadi semakin terang. (3) Sejumlah studi menunjukkan, polusi cahaya mengganggu ekosistem alami. (4) Dr. Kamiel Spoelstra, seorang ahli ekologis Belanda, bersama timnya berusaha memahamkan pengaruh cahaya lampu di malam hari terhadap kelelawar. (5) Hewan yang aktif di malam hari ini menggunakan cahaya bulan untuk bernavigasi. (6) Mereka sensitif terhadap spektrum cahaya biru. (7) Semakin terang cahaya biru, semakin mereka terganggu.

(8) Untuk menguji reaksi kelelawar terhadap spektrum warna, menempatkan sekitar 200 lampu di seluruh negeri yang memancarkan beragam warna. (9) Jika spektrum biru dipadukan dengan sedikit warna merah, spektrum warna yang dihasilkan bisa jadi tidak terlalu mengganggu hewan malam. (10) Menempatkan penerangan yang benar tidak sekadar memasang lampu bercahaya terang, tetapi harus memperhatikan efisiensi energi dan efek cahaya. (11) Penerangan yang tepat sangat diperlukan demi efek yang optimal bagi seluruh ekosistem.
3. Sebuah kalimat yang efektif dapat
memberikan informasi yang jelas kepada
pembaca. Pada kalimat (8), informasi apa
yang tidak tercantumkan?

Cermati teks berikut untuk menjawab soal nomor 1 s.d. 5!
(1) Di seluruh dunia, intensitas dan kecemerlangan cahaya meningkat 2 persen per tahun. (2) Oleh karena itu, malam menjadi semakin terang. (3) Sejumlah studi menunjukkan, polusi cahaya mengganggu ekosistem alami. (4) Dr. Kamiel Spoelstra, seorang ahli ekologis Belanda, bersama timnya berusaha memahamkan pengaruh cahaya lampu di malam hari terhadap kelelawar. (5) Hewan yang aktif di malam hari ini menggunakan cahaya bulan untuk bernavigasi. (6) Mereka sensitif terhadap spektrum cahaya biru. (7) Semakin terang cahaya biru, semakin mereka terganggu.

(8) Untuk menguji reaksi kelelawar terhadap spektrum warna, menempatkan sekitar 200 lampu di seluruh negeri yang memancarkan beragam warna. (9) Jika spektrum biru dipadukan dengan sedikit warna merah, spektrum warna yang dihasilkan bisa jadi tidak terlalu mengganggu hewan malam. (10) Menempatkan penerangan yang benar tidak sekadar memasang lampu bercahaya terang, tetapi harus memperhatikan efisiensi energi dan efek cahaya. (11) Penerangan yang tepat sangat diperlukan demi efek yang optimal bagi seluruh ekosistem.
4. Manakah simpulan yang tepat untuk
bacaan di atas?

Cermati teks berikut untuk menjawab soal nomor 1 s.d. 5!
(1) Di seluruh dunia, intensitas dan kecemerlangan cahaya meningkat 2 persen per tahun. (2) Oleh karena itu, malam menjadi semakin terang. (3) Sejumlah studi menunjukkan, polusi cahaya mengganggu ekosistem alami. (4) Dr. Kamiel Spoelstra, seorang ahli ekologis Belanda, bersama timnya berusaha memahamkan pengaruh cahaya lampu di malam hari terhadap kelelawar. (5) Hewan yang aktif di malam hari ini menggunakan cahaya bulan untuk bernavigasi. (6) Mereka sensitif terhadap spektrum cahaya biru. (7) Semakin terang cahaya biru, semakin mereka terganggu.

(8) Untuk menguji reaksi kelelawar terhadap spektrum warna, menempatkan sekitar 200 lampu di seluruh negeri yang memancarkan beragam warna. (9) Jika spektrum biru dipadukan dengan sedikit warna merah, spektrum warna yang dihasilkan bisa jadi tidak terlalu mengganggu hewan malam. (10) Menempatkan penerangan yang benar tidak sekadar memasang lampu bercahaya terang, tetapi harus memperhatikan efisiensi energi dan efek cahaya. (11) Penerangan yang tepat sangat diperlukan demi efek yang optimal bagi seluruh ekosistem.
5. Penulisan kata bercetak tebal yang tidak
tepat adalah ….

Cermati teks berikut untuk menjawab soal nomor 21 dan 22!
Galaktosa adalah salah satu jenis gula yang terdapat di dalam susu, baik ASI maupun susu formula. Pada kondisi normal, galaktosa akan dicerna oleh tubuh dan diubah menjadi energi. Akan tetapi, pada penderita galaktosemia, tubuh tidak dapat mencerna galaktosa sehingga zat tersebut menumpuk di dalam darah. Jika menumpuk dalam darah, galaktosa dapat mengalir ke organ-organ tubuh, seperti ginjal dan hati. Galaktosa yang mengalir ke organ tubuh akan diubah menjadi galaktitol, yaitu salah satu zat yang beracun bagi tubuh. Akibatnya, organ tubuh dapat mengalami kerusakan.

Galaktosemia (galactosemia) tergolong penyakit langka yang terjadi pada sekitar 1 dari 48.000 bayi di seluruh dunia. Galaktosemia disebabkan oleh perubahan atau mutasi pad a gen GALT, GALK1, dan GALE. Gen-gen tersebut berfungsi untuk membentuk enzim galaktokinase yang mengubah galaktosa menjadi energi. Mutasi menyebabkan gengen tersebut hanya dapat memproduksi sedikit enzim galaktokinase. Akibatnya, tubuh tidak dapat mencerna galaktosa dengan baik. Galaktosemia diturunkan dari orang tua kepada anak dalam pola penurunan autosomal recessive. Jika kedua orang tua memiliki gen galaktosemia, risiko anaknya menderita galaktosemia adalah sebesar 25% pada setiap kehamilan. Meskipun galaktosemia dapat berakibat fatal, bayi yang terlahir dengan kondisi ini dapat hidup normal jika segera diberikan penanganan yang tepat. (Diadaptasi dari https://www.alodokter.com/galaktosemia)
21. Makna paling tepat kata galaktosemia
dalam bacaan adalah ….

Cermati teks berikut untuk menjawab soal nomor 21 dan 22!
Galaktosa adalah salah satu jenis gula yang terdapat di dalam susu, baik ASI maupun susu formula. Pada kondisi normal, galaktosa akan dicerna oleh tubuh dan diubah menjadi energi. Akan tetapi, pada penderita galaktosemia, tubuh tidak dapat mencerna galaktosa sehingga zat tersebut menumpuk di dalam darah. Jika menumpuk dalam darah, galaktosa dapat mengalir ke organ-organ tubuh, seperti ginjal dan hati. Galaktosa yang mengalir ke organ tubuh akan diubah menjadi galaktitol, yaitu salah satu zat yang beracun bagi tubuh. Akibatnya, organ tubuh dapat mengalami kerusakan.

Galaktosemia (galactosemia) tergolong penyakit langka yang terjadi pada sekitar 1 dari 48.000 bayi di seluruh dunia. Galaktosemia disebabkan oleh perubahan atau mutasi pad a gen GALT, GALK1, dan GALE. Gen-gen tersebut berfungsi untuk membentuk enzim galaktokinase yang mengubah galaktosa menjadi energi. Mutasi menyebabkan gengen tersebut hanya dapat memproduksi sedikit enzim galaktokinase. Akibatnya, tubuh tidak dapat mencerna galaktosa dengan baik. Galaktosemia diturunkan dari orang tua kepada anak dalam pola penurunan autosomal recessive. Jika kedua orang tua memiliki gen galaktosemia, risiko anaknya menderita galaktosemia adalah sebesar 25% pada setiap kehamilan. Meskipun galaktosemia dapat berakibat fatal, bayi yang terlahir dengan kondisi ini dapat hidup normal jika segera diberikan penanganan yang tepat. (Diadaptasi dari https://www.alodokter.com/galaktosemia)
22. Dalam bacaan terdapat pernyataan
“Galaktosemia (galactosemia) tergolong
penyakit langka yang terjadi pada sekitar
1 dari 48.000 bayi di seluruh dunia.”
Pernyataan berikut ini yang merupakan
penjelas yang tepat atas pernyataan
tersebut adalah ….

Cermati teks berikut untuk menjawab soal nomor 23 dan 24!
“Kamu sudah bijaksana; tapi kamu bukan anak biasa. Jutaan anak biasa di luar sana nggak sebijak kamu, dan mungkin saja membuat pilihan yang salah. Dan, kalau kesalahan dia, atau kesalahan kamu, menyakiti salah satu dari kalian, bisa saja itu membekas dan berdampak parah. Luka dari masa kecil itu lebih sulit disembuhkan daripada yang kamu dapat setelah dewasa.”

Aku mengangkat bahu. “Yang kubilang barusan adalah perspektif umum orang dewasa. Tapi, kamu yang menentukan apa yang mau kamu lakukan. Aku nggak kenal anak ini. Tapi, sebagai orang yang sayang kamu, aku akan otomatis menganggap kalau nggak ada anak yang sepadan untuk kamu.”

Suki mengernyit. “Jadi, menurut kamu, aku harus bilang nggak?”

“Nggak juga. Kalau kamu mau coba, silakan saja. Tapi, kamu harus tahu kalau nggak ada orang lain yang bisa menanggung risiko dari perbuatan yang kamu pilih. Jadi, anak kecil nggak akan memberikanmu pengecualian.”

“Jadi … kamu nggak memberi nasihat apa-apa?” tanya Suki.

Aku tertawa dan menggeleng. “Nggak. Menurutku, anak-anak harus dididik untuk belajar mengambil keputusan dan menanggung hasilnya. Tapi, kamu bukan anak biasa. Kamu sudah terbiasa menghadapi keputusan sulit. Tapi kalau nasihat, aku punya satu.

“Sejauh ini, kamu selalu mendasarkannya pada kebutuhan orang-pindah ke sini untuk menemani Abel, pindah ke Jepang untuk keluarga ibumu …. Aku mau, untuk keputusan yang ini, pikirkan diri sendiri. Ambil keputusan berdasarkan keinginanmu, bukan apa yang diminta anak itu.

“Mungkin ini bukan waktunya lagi kamu belajar mengambil keputusan, tapi untuk membedakan jenis keputusan mana yang harus diambil berdasarkan kebutuhan orang, dan mana yang harus diambil berdasarkan kebutuhan kamu.” Aku tersenyum dan mengusap rambutnya lagi. (Diadaptasi dari Ziggy Zezsyazeoviennazabrizkie. 2014. Jakarta Sebelum Pagi. Gramedia Pustaka Utama, him. 200-201)
23. Terna kutipan novel tersebut adalah ….

Cermati teks berikut untuk menjawab soal nomor 23 dan 24!
“Kamu sudah bijaksana; tapi kamu bukan anak biasa. Jutaan anak biasa di luar sana nggak sebijak kamu, dan mungkin saja membuat pilihan yang salah. Dan, kalau kesalahan dia, atau kesalahan kamu, menyakiti salah satu dari kalian, bisa saja itu membekas dan berdampak parah. Luka dari masa kecil itu lebih sulit disembuhkan daripada yang kamu dapat setelah dewasa.”

Aku mengangkat bahu. “Yang kubilang barusan adalah perspektif umum orang dewasa. Tapi, kamu yang menentukan apa yang mau kamu lakukan. Aku nggak kenal anak ini. Tapi, sebagai orang yang sayang kamu, aku akan otomatis menganggap kalau nggak ada anak yang sepadan untuk kamu.”

Suki mengernyit. “Jadi, menurut kamu, aku harus bilang nggak?”

“Nggak juga. Kalau kamu mau coba, silakan saja. Tapi, kamu harus tahu kalau nggak ada orang lain yang bisa menanggung risiko dari perbuatan yang kamu pilih. Jadi, anak kecil nggak akan memberikanmu pengecualian.”

“Jadi … kamu nggak memberi nasihat apa-apa?” tanya Suki.

Aku tertawa dan menggeleng. “Nggak. Menurutku, anak-anak harus dididik untuk belajar mengambil keputusan dan menanggung hasilnya. Tapi, kamu bukan anak biasa. Kamu sudah terbiasa menghadapi keputusan sulit. Tapi kalau nasihat, aku punya satu.

“Sejauh ini, kamu selalu mendasarkannya pada kebutuhan orang-pindah ke sini untuk menemani Abel, pindah ke Jepang untuk keluarga ibumu …. Aku mau, untuk keputusan yang ini, pikirkan diri sendiri. Ambil keputusan berdasarkan keinginanmu, bukan apa yang diminta anak itu.

“Mungkin ini bukan waktunya lagi kamu belajar mengambil keputusan, tapi untuk membedakan jenis keputusan mana yang harus diambil berdasarkan kebutuhan orang, dan mana yang harus diambil berdasarkan kebutuhan kamu.” Aku tersenyum dan mengusap rambutnya lagi. (Diadaptasi dari Ziggy Zezsyazeoviennazabrizkie. 2014. Jakarta Sebelum Pagi. Gramedia Pustaka Utama, him. 200-201)
24. Pernyataan berikut yang mencerminkan
ketegasan dalam memegang prinsip hidup
yang muncul dalam kutipan novel tersebut adalah ….

Bacalah teks di bawah ini untuk menjawab soal nomor 25 s.d.28!
(1) Presiden Joko Widodo meresmikan kementerian baru, Kementerian Investasi, yang sebelumnya adalah Badan Koordinasi Penanaman Modal (BKPM). (2) Sejalan dengan itu, ia melantik Bahlil Lahadalia yang sebelumnya Kepala BKPM sebagai Menteri Investasi. (3) Kementerian Investasi akan mendapatkan dana anggaran sebesar Rp1 triliun, sementara ketika berwujud BKPM tahun 2019 dan 2020 hanya Rp400-an miliar.

(4) Kementerian itu nantinya akan mengurus semua jenis dan skala investasi, baik dari dalam maupun luar negeri, termasuk kolaborasi investasi besar dengan UMKM guna mendorong pertumbuhan ekonomi. (5) Meskipun akan lebih mudah melakukan koordinasi, kementerian baru ini tetap akan menghadapi sejumlah tantangan. (6) Pertama, Kementerian Investasi tentu membutuhkan waktu untuk beradaptasi. (7) Kemudian, masih banyak hambatan yang berada di luar jangkauan kementerian karena merupakan otoritas daerah. Sumber: https://tirto.id/
25. Frasa sejalan dengan itu pada teks di atas
merujuk pada ….

Bacalah teks di bawah ini untuk menjawab soal nomor 25 s.d.28!
(1) Presiden Joko Widodo meresmikan kementerian baru, Kementerian Investasi, yang sebelumnya adalah Badan Koordinasi Penanaman Modal (BKPM). (2) Sejalan dengan itu, ia melantik Bahlil Lahadalia yang sebelumnya Kepala BKPM sebagai Menteri Investasi. (3) Kementerian Investasi akan mendapatkan dana anggaran sebesar Rp1 triliun, sementara ketika berwujud BKPM tahun 2019 dan 2020 hanya Rp400-an miliar.

(4) Kementerian itu nantinya akan mengurus semua jenis dan skala investasi, baik dari dalam maupun luar negeri, termasuk kolaborasi investasi besar dengan UMKM guna mendorong pertumbuhan ekonomi. (5) Meskipun akan lebih mudah melakukan koordinasi, kementerian baru ini tetap akan menghadapi sejumlah tantangan. (6) Pertama, Kementerian Investasi tentu membutuhkan waktu untuk beradaptasi. (7) Kemudian, masih banyak hambatan yang berada di luar jangkauan kementerian karena merupakan otoritas daerah. Sumber: https://tirto.id/
26. Opini penulis dalam bacaan di atas
dituliskan dalam kalimat ….

Bacalah teks di bawah ini untuk menjawab soal nomor 25 s.d.28!
(1) Presiden Joko Widodo meresmikan kementerian baru, Kementerian Investasi, yang sebelumnya adalah Badan Koordinasi Penanaman Modal (BKPM). (2) Sejalan dengan itu, ia melantik Bahlil Lahadalia yang sebelumnya Kepala BKPM sebagai Menteri Investasi. (3) Kementerian Investasi akan mendapatkan dana anggaran sebesar Rp1 triliun, sementara ketika berwujud BKPM tahun 2019 dan 2020 hanya Rp400-an miliar.

(4) Kementerian itu nantinya akan mengurus semua jenis dan skala investasi, baik dari dalam maupun luar negeri, termasuk kolaborasi investasi besar dengan UMKM guna mendorong pertumbuhan ekonomi. (5) Meskipun akan lebih mudah melakukan koordinasi, kementerian baru ini tetap akan menghadapi sejumlah tantangan. (6) Pertama, Kementerian Investasi tentu membutuhkan waktu untuk beradaptasi. (7) Kemudian, masih banyak hambatan yang berada di luar jangkauan kementerian karena merupakan otoritas daerah. Sumber: https://tirto.id/
27. Kalimat (6) dalam bacaan di atas ditulis
dengan tujuan untuk ….

Bacalah teks di bawah ini untuk menjawab soal nomor 25 s.d.28!
(1) Presiden Joko Widodo meresmikan kementerian baru, Kementerian Investasi, yang sebelumnya adalah Badan Koordinasi Penanaman Modal (BKPM). (2) Sejalan dengan itu, ia melantik Bahlil Lahadalia yang sebelumnya Kepala BKPM sebagai Menteri Investasi. (3) Kementerian Investasi akan mendapatkan dana anggaran sebesar Rp1 triliun, sementara ketika berwujud BKPM tahun 2019 dan 2020 hanya Rp400-an miliar.

(4) Kementerian itu nantinya akan mengurus semua jenis dan skala investasi, baik dari dalam maupun luar negeri, termasuk kolaborasi investasi besar dengan UMKM guna mendorong pertumbuhan ekonomi. (5) Meskipun akan lebih mudah melakukan koordinasi, kementerian baru ini tetap akan menghadapi sejumlah tantangan. (6) Pertama, Kementerian Investasi tentu membutuhkan waktu untuk beradaptasi. (7) Kemudian, masih banyak hambatan yang berada di luar jangkauan kementerian karena merupakan otoritas daerah. Sumber: https://tirto.id/
25. Frasa sejalan dengan itu pada teks di atas
merujuk pada ….

13. Berdasarkan diagram di atas, stok beras mentik wangi yang terbanyak terjadi
pada hari . . .

15. Berdasarkan pengalaman, biaya operasional akan tercukupi khusus untuk mentik
wangi jika sudah terjual 70% pada minggu itu. Jika 1 kg beras mentik wangi dijual dengan harga Rp20.000, 00, keuntungan pedagang khusus dari beras mentik wangi pada minggu itu adalah . . . juta rupiah.

16. Berdasarkan pengalaman pedagang, stok mentik wangi akan aman dalam satu hari jika stok lebih dari rata-rata stok harian ditambah 1/4
simpangan baku. Pedagang akan aman untuk menyuplai kebutuhan pelanggan pada hari . . .

13. Berdasarkan diagram di atas, tidak ada pasien dengan BPJS yang dirawat di
rumah sakit pada hari . . .

15. Rumah sakit mengajukan klaim biaya perawatan pasien kepada BPJS pada hari
Senin pagi. Rumah sakit dapat mengajukan klaim pada hari Jumat pagi jika
jumlah pasien dengan BPJS pada hari Senin sampai Kamis sudah melampaui
kuota pasien dengan BPJS. Kuota rumah sakit tersebut adalah 35 pasien.
Jika rata-rata biaya perawatan pasien dengan BPJS adalah Rp500.000, 00 per
orang, pada hari Senin pagi klaim biaya perawatan yang diajukan rumah sakit
kepada BPJS adalah . . . juta rupiah.

16. Setiap harinya, khusus bagu pasien dengan BPJS, pelayanan akan optimal jika
jumlah pasien rawat inap dengan BPJS pada hari tersebut tidak lebih dari ratarata pasien rawat inap dengan BPJS ditambah 1/4
simpangan baku. Diasumsikan minggu berikutnya banyak pasien mempunyai pola yang sama. Manajemen rumah sakit akan lebih memperhatikan pelayanan bagi pasien dengan BPJS pada minggu berikutnya pada hari . . .

13. Berdasarkan diagram di atas, pedagang grosir kehabisan stok daging ayam pada
hari . . .

15. Berdasarkan pengalaman, modal akan tercukupi jika sudah terjual 70% pada
minggu tersebut. Jika 1 kg daging ayam dijual dengan harga Rp30.000, 00, keuntungan pedagang grosir pada minggu tersebut adalah . . . juta rupiah.

16. Berdasarkan pengalaman, pedagang grosir merasa khawatir jika stok daging ayam
terlalu banyak, yaitu lebih dari rata-rata stok ditambah 1/4
simpangan baku. Banyak hari pada minggu tersebut, pedagang grosir tidak merasa khawatir adalah
. . . hari.

Passage I
Sometimes experience in other countries can help people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. He was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he finally left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member Indian community. He decided to fight for the rights of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 1947, Gandhi refused to celebrate. He was in favor of Hindu-Muslim unity but Muslims and Hindus could not agree, so a separate Muslim state was formed in Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30th January 1948. India and Pakistan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.
1. SNMPTN 2009
The passage above mainly deals with Mahatma Gandhi’s …

Passage I
Sometimes experience in other countries can help people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. He was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he finally left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member Indian community. He decided to fight for the rights of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 1947, Gandhi refused to celebrate. He was in favor of Hindu-Muslim unity but Muslims and Hindus could not agree, so a separate Muslim state was formed in Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30th January 1948. India and Pakistan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.
2. SNMPTN 2009
The following statements are true about Mahatma Gandhi, EXCEPT …

Passage I
Sometimes experience in other countries can help people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. He was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he finally left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member Indian community. He decided to fight for the rights of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 1947, Gandhi refused to celebrate. He was in favor of Hindu-Muslim unity but Muslims and Hindus could not agree, so a separate Muslim state was formed in Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30th January 1948. India and Pakistan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.
3. SNMPTN 2009
The word non-violence in ‘He had three main beliefs, non-violence, religious tolerance and truth’ (line 8) can
best be replaced by …

Passage I
Sometimes experience in other countries can help people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. He was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he finally left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member Indian community. He decided to fight for the rights of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 1947, Gandhi refused to celebrate. He was in favor of Hindu-Muslim unity but Muslims and Hindus could not agree, so a separate Muslim state was formed in Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30th January 1948. India and Pakistan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.
4. SNMPTN 2009
Mahatma Gandhi got his university degree in …

Passage I
Sometimes experience in other countries can help people to understand their own identity better. Mahatma Gandhi was born 1869 at Portandar in Western India. After studying in India, he dreamt of going to England to study. He was told that his Hindu religion did not allow voyages abroad. However, Gandhi was very determined and he finally left for England in 1887. At first he tried to learn to behave like an English gentleman, but he soon learnt that it was better to be himself. He studied law in London, qualifying in 1891. He also learnt about other religions.

He returned home to India and worked as a lawyer for two years. After some problems, he was offered a job in South Africa. Here he experienced racism as a member Indian community. He decided to fight for the rights of Indians using “passive resistance”. He had three main beliefs, namely non-violence, religious tolerance and truth. When he finally returned to India in 1915, he became a great political leader. During the fight for independence he was often put in prison, but his beliefs never changed.

Gandhi had studied in Britain, so he understood the British better than they understood him. Gandhi’s leadership led to independence, but, on Independence Day, 15 August, 1947, Gandhi refused to celebrate. He was in favor of Hindu-Muslim unity but Muslims and Hindus could not agree, so a separate Muslim state was formed in Pakistan. In 1948, Gandhi started fasting to death as a protest against fighting between India and Pakistan. He was assassinated by a Hindu fanatic on 30th January 1948. India and Pakistan are still fighting in Kashmir today. The fight for independence was a difficult one, but not as difficult as the fight for non-violence, religious tolerance and truth.
5. SNMPTN 2009
We can infer from the following statements about Mahatma Gandhi, EXCEPT …

Passage 2
Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, ‘What is education?’ However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society’s economic success? Or is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for many countries, larger issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.
6. SNMPTN 2009
The author’s main concern in the first paragraph of the passage is that …

Passage 2
Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, ‘What is education?’ However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society’s economic success? Or is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for many countries, larger issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.
7. SNMPTN 2009
The situation the author shows in the passage above is best described as follows …

Passage 2
Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, ‘What is education?’ However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society’s economic success? Or is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for many countries, larger issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.
8. SNMPTN 2009
The following sentences reflect the author’s opinions in the passage, EXCEPT …

Passage 2
Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, ‘What is education?’ However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society’s economic success? Or is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for many countries, larger issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.
9. SNMPTN 2009
If the author is right concerning the role of education, the following might be predicted to take place, EXCEPT
…

Passage 2
Education is often viewed as school in a traditional, formal sense. Many people believe that true learning can only take place in a formal classroom setting. Others feel education occurs in many different forms and environments. There may not be a definitive answer to the question of, ‘What is education?’ However, we can start thinking about the purpose of education. Is it to educate youth to be responsible citizens? Is it to develop individuals, as well as society, in order to ensure a society’s economic success? Or is it to simply focus on developing individual talents and intelligence? Perhaps it is the balance of all three that defines education? While our answers may differ, we can perhaps agree that education is a basic human right. When that right is granted growth and development, the society as a whole is more likely to improve in areas such as health, nutrition, general income and living standards and population fertility rates.

As global citizens it is our responsibility to critically think about the issues and attempt to come up with solutions to the problems plaguing education. In 1990 UNESCO launched EFA, the movement to provide quality education for all children, youth, and adults by the year 2015. The unfortunate reality is that for many countries, larger issues come before improving the quality of education. How can we achieve the goals of EFA when numerous countries around the world are faced with challenges that seem far too impossible to overcome? The answer lies in attempting to bridge some of the gaps that prevent developing nations to compete with developed nations. One example is that of providing greater access to technology and narrowing the ever widening digital divide. In many ways the most basic access to technology can serve as a valuable educational tool. Individuals who are not afforded this access are at a disadvantage when trying to grasp opportunities to make life better for themselves, their families, and their community.
10. SNMPTN 2009
The part following the passage above would likely discuss …

Passage 3
Generally, by peoples own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

`Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering well, they have got to pay for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards puts the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on the joys of motherhood. There’s not that much about the trouble of either role and precious little about combining the roles. Yet half the women who are married in our society are working.’

Nor is much thought given to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ’child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a women’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’

Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. `Motherhood – the mother role – just isn’t a very good identity base today,’ Lyn Richards says. ‘Motherhood is a short-term appointment now. It doesn’t last long.’

11. SNMPTN 2009
The passage mainly deals with women’s…

Passage 3
Generally, by peoples own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

`Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering well, they have got to pay for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards puts the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on the joys of motherhood. There’s not that much about the trouble of either role and precious little about combining the roles. Yet half the women who are married in our society are working.’

Nor is much thought given to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ’child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a women’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’

Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. `Motherhood – the mother role – just isn’t a very good identity base today,’ Lyn Richards says. ‘Motherhood is a short-term appointment now. It doesn’t last long.’

12. SNMPTN 2009
The expression combining the roles in `… precious little about combining the roles.’ (line 9) in the passage
means …

Passage 3
Generally, by peoples own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

`Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering well, they have got to pay for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards puts the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on the joys of motherhood. There’s not that much about the trouble of either role and precious little about combining the roles. Yet half the women who are married in our society are working.’

Nor is much thought given to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ’child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a women’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’

Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. `Motherhood – the mother role – just isn’t a very good identity base today,’ Lyn Richards says. ‘Motherhood is a short-term appointment now. It doesn’t last long.’

13. SNMPTN 2009
Lyn argues that in rearing children in a family …

Passage 3
Generally, by peoples own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

`Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering well, they have got to pay for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards puts the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on the joys of motherhood. There’s not that much about the trouble of either role and precious little about combining the roles. Yet half the women who are married in our society are working.’

Nor is much thought given to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ’child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a women’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’

Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. `Motherhood – the mother role – just isn’t a very good identity base today,’ Lyn Richards says. ‘Motherhood is a short-term appointment now. It doesn’t last long.’

14. SNMPTN 2009
If Lyn is correct, in the future women in families of younger generations …

Passage 3
Generally, by peoples own accounts, the public idea of women at home is that they are dull and boring. And the stereotype of a working woman is of hard, ambitious, selfish creatures. It is not just that you are either gentle and dull or selfish and interesting. It is that you are either a good mother or you are an interesting woman.

`Young women now seem to get a very clear picture that they have got a choice. If they are going to do mothering well, they have got to pay for it by not being interesting women. If you are an interesting working woman, you are a bad mother.’ Lyn Richards puts the blame for such notions and for resulting family tensions on the failure of people to talk enough about them. The media, too, are guilty. ‘There is a lot of media coverage of successful career women and still a lot, especially in women’s magazines, on the joys of motherhood. There’s not that much about the trouble of either role and precious little about combining the roles. Yet half the women who are married in our society are working.’

Nor is much thought given to the task of loosening the ties entrapping men. Lyn Richards, a working mother, grateful for the privilege of genuinely choosing and being able to afford the role, criticizes the systematic exclusion of men from ’child rearing and the really pretty fabulous aspects of having children’. She condemns as ludicrous the idea of the 9 to 5 treadmill of work as an absolute duty for men. ‘The sheer irony to me is that the women’s movement has told women the way to be liberated is to get into the 9 to 5 tied work force that men have been fighting against for a century. Really we should be using changes in women’s values to shake up all the oppression and rigidity that men have been under.’

Indeed, there has been a change. ‘The new thing since I married is that it’s normal for both husband and wife to go on working when they marry. Now marriage isn’t a particularly big deal. Very often it just legalizes something which has been going on anyway and it certainly doesn’t change a women’s whole basis of life, her notion of who she is. The real life change is having the first child and when that happens I think that probably most couples are still reverting to something like the traditional concept of marriage. But the longer people put off having a child the more likely it is that they won’t because they have set up a viable life style. They don’t need to have kids now to have a good marriage.’

Not that motherhood and raising families are wholly going out of fashion but rather that people are having smaller families. Consequently, the period in a woman’s life when she is not required to devote herself to mothering is lengthening. `Motherhood – the mother role – just isn’t a very good identity base today,’ Lyn Richards says. ‘Motherhood is a short-term appointment now. It doesn’t last long.’

15. SNMPTN 2009
A relevant question that can be raised out of the passage would be …

1. Sebuah KUD mempunyai persediaan pupuk yang disimpan di tiga gudang. Ketiga gudang tersebut masing-masing berisi 13,3 ton, 18,05 ton, dan 10,45 ton. Pupuk tersebut akan dibawa ke tempat pelelangan dengan sebuah truk yang mempunyai daya angkut 34/5 ton. Agar persediaan tersebut dapat terbawa seluruhnya ke tempat pelelangan, berapa kalikah truk tersebut harus mengangkutnya?

2. Jumlah dari 8 2/5 : 2,25 dan 10/3 × 2 3/5 adalah …

3. Satu adalah berapa persen dari 125?

4. Diketahui jarak antara kota A dan kota B adalah 120 km. Akmal dan Barata berjanji untuk bertemu di suatu tempat di antara dua kota tersebut. Akmal berangkat dari kota A dengan sepeda motor dengan kecepatan 40 km per jam, sedangkan Barata berangkat dari kota B dengan kecepatan 20 km per jam. Apabila keduanya berangkat pada saat yang bersamaan yaitu pukul 07.30, pada pukul berapakah mereka akan bertemu?

5. Nilai mata kuliah Tono pada semester I adalah sebagai berikut: Agama 80, Pengantar Akuntansi 85, Bahasa Indonesia 70, Matematika Ekonomi 90, Bahasa Inggris 70, Pancasila 80, dan Pengantar Perpajakan 70. Berdasarkan data tersebut, berapakah median nilai yang diperoleh Tono pada semester I?

6. Berapakah 12 − 8 7/10 = …

7. Anwar mengetik naskah selama 2 jam. Pada satu jam pertama ia dapat mengetik 8 1/3 lembar. Pada jam kedua ia dapat mengetik 7 3/4 lembar. Banyaknya lembar naskah yang diketik Anwar selama 2 jam tersebut adalah …

8. Sebuah truk dari Surabaya menuju Jakarta membawa muatan 5 3/4 ton. Dalam perjalanan truk tersebut mendapat tambahan muatan sebesar 2 1/2 ton. Apabila di Subang diturunkan muatan sebesar 3 1/3 ton, maka barang yang akan dibongkar di Jakarta adalah …

9. Seorang tukang batu membutuhkan sebatang bambu setinggi 4 1/3 meter untuk menyelesaikan pekerjaannya. Namun, bambu yang tersedia berukuran 5 4/5 meter. Berapa meter panjang bambu yang tidak digunakan?

10. Jika (b − 3)(4 + 2/b) = 0 dan b ≠ 3, maka nilai b adalah …

11. Satu jam setelah Kasino bersepeda dari A ke B yang berjarak 360 km, Dono mulai bersepeda pada rute yang sama dari B ke A. Jika Kasino bersepeda dengan kecepatan 24 km per jam dan Dono bersepeda dengan kecepatan 32 km per jam, berapa kilometer jarak yang ditempuh oleh Dono ketika ia bertemu Kasino?

12. Manakah dari persamaan berikut yang mempunyai akar yang sama dengan persamaan x^2 – 6x + 5 = 0?

13. Jika x dan y adalah bilangan prima, manakah dari bilangan berikut yang bukan merupakan jumlah dari x dan y?

14. PT Telkom membebankan biaya Rp480 per menit untuk panggilan telepon antarkota yang dilakukan antara pukul 05.00 sampai dengan 21.00 dan Rp300 per menit untuk panggilan telepon yang dilakukan antara pukul 21.00 sampai dengan 05.00. Jika suatu panggilan telepon yang dimulai pada pukul 13.00 memerlukan biaya sebesar Rp12.000, berapakah biayanya apabila percakapan telepon dengan durasi yang sama dimulai pada pukul 23.00?

15. Soal penjumlahan di samping menunjukkan empat dari 24 bilangan yang dibentuk dengan menggunakan angka 1, 2, 3, dan 4 masing-masing satu kali dalam setiap bilangan. Berapakah jumlah dari 24 bilangan tersebut?

16. Amplop surat dapat dibeli dengan harga Rp15.000 untuk satu kotak yang berisi 100 amplop, Rp10.000 untuk satu kotak yang berisi 50 amplop, atau Rp300 per amplop. Berapakah jumlah terbanyak amplop yang dapat dibeli dengan uang sebesar Rp73.000?

17. 2/3 + 1/6 adalah sama banyaknya dengan …

18. Berat badan Anti adalah 11/7 dari berat badan Anggita. Jika berat badan Anti adalah 32 2/3 kg, maka berat badan Anggita adalah …

19. Luas daerah yang dapat dihancurkan oleh bom A adalah 3 2/3 kali luas daerah yang dapat dihancurkan oleh bom B. Jika bom A dapat menghancurkan daerah seluas 4 2/3 hektar, berapa hektar luas daerah yang dapat dihancurkan oleh bom B?